Examining language and early numeracy skills in young Latino dual language learners

Lucía I. Méndez, Carol Scheffner Hammer, Lisa M. Lopez, Clancy Blair

Research output: Contribution to journalArticle

Abstract

This study examined the association of oral language, including expressive vocabulary and grammar comprehension, with early numeracy skills within and across languages in Spanish–English speaking Latino children who are dual language learners (DLLs) at the beginning of preschool. Three hundred and forty-two typically developing Spanish–English speaking DLLs from urban preschool centers serving low-income families participated in this multisite study. Oral language and early numeracy skills were assessed in both Spanish and English at the beginning of the preschool year using standardized assessments. Step-wise regressions using baseline cross-sectional data were completed to determine the association of language skills in Spanish and English with early numeracy skills both within and across languages. Results revealed that a large percentage of the variance in the early numeracy skills of these Latino DLL preschoolers was explained by same language variables including expressive vocabulary and grammar comprehension. These findings suggest a strong association of oral language abilities and early numeracy skills within the same language in Latino Preschool DLLs at the beginning of preschool.

Original languageEnglish (US)
JournalEarly Childhood Research Quarterly
DOIs
StateAccepted/In press - Jan 1 2018

Fingerprint

Hispanic Americans
Language
language
Vocabulary
grammar
speaking
vocabulary
comprehension
Aptitude
low income
regression

Keywords

  • Bilingualism
  • Dual language learners
  • Language
  • Math
  • Preschool
  • Transfer

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

Examining language and early numeracy skills in young Latino dual language learners. / Méndez, Lucía I.; Hammer, Carol Scheffner; Lopez, Lisa M.; Blair, Clancy.

In: Early Childhood Research Quarterly, 01.01.2018.

Research output: Contribution to journalArticle

@article{11985870baa944f6b341df487e7b91ca,
title = "Examining language and early numeracy skills in young Latino dual language learners",
abstract = "This study examined the association of oral language, including expressive vocabulary and grammar comprehension, with early numeracy skills within and across languages in Spanish–English speaking Latino children who are dual language learners (DLLs) at the beginning of preschool. Three hundred and forty-two typically developing Spanish–English speaking DLLs from urban preschool centers serving low-income families participated in this multisite study. Oral language and early numeracy skills were assessed in both Spanish and English at the beginning of the preschool year using standardized assessments. Step-wise regressions using baseline cross-sectional data were completed to determine the association of language skills in Spanish and English with early numeracy skills both within and across languages. Results revealed that a large percentage of the variance in the early numeracy skills of these Latino DLL preschoolers was explained by same language variables including expressive vocabulary and grammar comprehension. These findings suggest a strong association of oral language abilities and early numeracy skills within the same language in Latino Preschool DLLs at the beginning of preschool.",
keywords = "Bilingualism, Dual language learners, Language, Math, Preschool, Transfer",
author = "M{\'e}ndez, {Luc{\'i}a I.} and Hammer, {Carol Scheffner} and Lopez, {Lisa M.} and Clancy Blair",
year = "2018",
month = "1",
day = "1",
doi = "10.1016/j.ecresq.2018.02.004",
language = "English (US)",
journal = "Early Childhood Research Quarterly",
issn = "0885-2006",
publisher = "Elsevier Limited",

}

TY - JOUR

T1 - Examining language and early numeracy skills in young Latino dual language learners

AU - Méndez, Lucía I.

AU - Hammer, Carol Scheffner

AU - Lopez, Lisa M.

AU - Blair, Clancy

PY - 2018/1/1

Y1 - 2018/1/1

N2 - This study examined the association of oral language, including expressive vocabulary and grammar comprehension, with early numeracy skills within and across languages in Spanish–English speaking Latino children who are dual language learners (DLLs) at the beginning of preschool. Three hundred and forty-two typically developing Spanish–English speaking DLLs from urban preschool centers serving low-income families participated in this multisite study. Oral language and early numeracy skills were assessed in both Spanish and English at the beginning of the preschool year using standardized assessments. Step-wise regressions using baseline cross-sectional data were completed to determine the association of language skills in Spanish and English with early numeracy skills both within and across languages. Results revealed that a large percentage of the variance in the early numeracy skills of these Latino DLL preschoolers was explained by same language variables including expressive vocabulary and grammar comprehension. These findings suggest a strong association of oral language abilities and early numeracy skills within the same language in Latino Preschool DLLs at the beginning of preschool.

AB - This study examined the association of oral language, including expressive vocabulary and grammar comprehension, with early numeracy skills within and across languages in Spanish–English speaking Latino children who are dual language learners (DLLs) at the beginning of preschool. Three hundred and forty-two typically developing Spanish–English speaking DLLs from urban preschool centers serving low-income families participated in this multisite study. Oral language and early numeracy skills were assessed in both Spanish and English at the beginning of the preschool year using standardized assessments. Step-wise regressions using baseline cross-sectional data were completed to determine the association of language skills in Spanish and English with early numeracy skills both within and across languages. Results revealed that a large percentage of the variance in the early numeracy skills of these Latino DLL preschoolers was explained by same language variables including expressive vocabulary and grammar comprehension. These findings suggest a strong association of oral language abilities and early numeracy skills within the same language in Latino Preschool DLLs at the beginning of preschool.

KW - Bilingualism

KW - Dual language learners

KW - Language

KW - Math

KW - Preschool

KW - Transfer

UR - http://www.scopus.com/inward/record.url?scp=85044130432&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85044130432&partnerID=8YFLogxK

U2 - 10.1016/j.ecresq.2018.02.004

DO - 10.1016/j.ecresq.2018.02.004

M3 - Article

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

SN - 0885-2006

ER -